References
[1]. Alley, Z. M. (2016). Measuring inhibitory control in preschool children: A multi-method perspective (Dissertation Honors Baccalaureate of Science in Psychology) Oregon State University.
[2]. Alloway, T.P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4),134-139.
[3]. Alloway, T. P. (2008). Effective screening tools for children with working memory impairments. In British Educational Research Association Annual Conference. Edinburg: Heriot-Watt University.
[4]. Alloway, T. P., Gathercole, S. E., Willis, C. & Adams. A. (2004). A structural analysis of working memory and related cognitive skills in early childhood. Journal of Experimental Child Psychology, 87(2), 85-106. https://doi.org/10.1016/j.jecp.2003.10.002
[5]. Anderson, P. (2010). Assessment and Development of Executive Function (EF) During Childhood. Child Neuropsychology, 8(2), 71-82. https://doi.org/10. 1076/chin.8.2.71.8724
[6]. Antonio, J. (2013). Inhibitory control and the adolescent brain: A review of fMRI research. Psychology and. Neuroscience, 6(1), 23-30. https://doi.org/10.3922/j. psns.2013.1.05
[7]. Baddeley, A. D., & Hitch, G. J. (1994). Developments in the concept of working memory. Neuropsychology, 8 (4), 485-493. https://doi.org/10.1037/0894-4105.8.4.485
[8]. Berkman, E. T., Khan, L. E., & Merchant, J. S. (2014). Training-Induced Changes in Inhibitory Control Network Activity. Journal of Neuroscience, 34(1), 149-157. https://doi.org/10.1523/JNEUROSCI.3564-13.2014 .
[9]. Bigler, R. S., & Liben, L. S. (1993). A cognitivedevelopmental approach to racial stereotyping and reconstructive memory in Euro-American children. Child Development, 64(5), 1507–1518. https://doi.org/10. 1111/j.1467-8624.1993.tb02967.x
[10]. Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663. https://doi.org/10.1111/j.1467-8624.2007.01019.x
[11]. Carlson, S. M. (2005). Developmentally sensitive measures of executive function in preschool children. Developmental Neuropsychology, 28(2), 595-616. https://doi.org/10.1207/s15326942dn2802_3
[12]. Das, J., & Jena, A. K. (2016). Working Memory Tasks. Silchar, India: Assam University.
[13]. Das, J., & Jena, A. K. (2017a). Cognitive Development Scale. Silchar, India: Assam University.
[14]. Das, J., & Jena, A. K. (2017b). Cognitive Flexibility Tasks. Silchar, India: Assam University.
[15]. Diamond, A. (1985). Development of the ability to use recall to guide action, as indicated by infants' performance on AB. Child Development, 56(4), 868-883. https://doi.org/10.2307/1130099
[16]. Diamond, A., & Doar, B. (1989). The performance of human infants on a measure of frontal cortex function, the delayed response task. Developmental Psychobiology, 22(3), 271-294. https://doi.org/ 10.1002/dev.420220307
[17]. Diamond, A., & Goldman-Rakic, P. S. (1989). Comparison of human infants and rhesus mo n ke y s o n piaget's AB task: Evidence for dependence on dorsolateral prefrontal cortex. Experimental Brain Research, 74(1), 24-40. https://doi.org/10.1007/BF 00248277
[18]. Diamond, A., & Lee, K. (2011). Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old. Science, 333(6045), 959-964. https://doi.org/ 10.1126/science.1204529
[19]. Dowsett, S. M., & Livesey, D. J. (2000). The development of inhibitory control in preschool children: Effects of “executive skills” training. Developmental Psychobiology: The Journal of the International Society for Developmental Psychobiology, 36(2), 161-174. https://doi.org/10.1002/(SICI)1098-2302(200003)
[20]. Espy, K. A., McDiarmid, M. M., Cwik, M. F., Stalets, M. M., Hamby, A., & Senn, T. E. (2004). The Contribution of Executive Functions to Emergent Mathematic Skills in Preschool Children. Developmental Neurcipsychology, 26(1), 465-486. https://doi.org/10.1207/s15326942dn2 601_6
[21]. Esteban, L., Vivas, A. B., Fuentes, L. J., & Estévez, A. F. (2015). Spatial working memory is enhanced in children by differential outcomes. Scientific Reports, 5, 17112. https://doi.org/10.1038/srep17112
[22]. Fisher, B., & Boch, R. (1983). Saccadic eye movements after extremely short reaction times in the monkey. Brain Research, 260(1), 21-60. https://doi.org/ 10.1016/0006-8993(83)90760-6
[23]. Gagne, J. R., & Saudino, K. J. (2016). The development of inhibitory control in early childhood: A twin study from 2-3 years. Developmental Psychology, 52(3), 391-399. https://doi.org/10.1037/ dev0000090
[24]. Garavan, H., Ross, T. J., Murphy, K., Roche, R. A. P., & Stein, E. A. (2002). Dissociable executive functions in the dynamic control of behaviour: Inhibition, error detection, and correction. Neuroimage, 17(4), 1820-1829. https://doi.org/10.1006/nimg.2002.1326
[25]. Holmes, J., Hilton, K. A., Place, M., Alloway, T. P., Ellitt, J. G., & Gathrcole, S. E. (2014).Children with low working memory and children with ADHD: Same or different? Frontiers in Human Neuroscience, 8, 976. https://doi.org/ 10.3389/fnhum.2014.00976
[26]. Houdé, O., & Borst, G. (2014). Measuring inhibitory control in children and adults: Brain imaging and mental chronometry. Frontiers in Psychology, 5, 616-634. https://doi.org/10.3389/fpsyg.2014.00616
[27]. Ibbotson, P. & Kearvell-White, J. (2015). Inhibitory Control Predicts Grammatical Ability. PLoS One, 10(12), e0145030. https://doi.org/10.1371/journal.pone.01450 30
[28]. Jena, A. K., & Paul, B. (2016). Cognitive developmental phenomena of pre-school children in relation to socio-economic status, anthropometric status, and home environmental status. i-manager's Journal on Educational Psychology, 10(2), 22-35. https://doi.org/10. 26634/jpsy.10.2.8276
[29]. Jena, A. K., & Panda, B. (2017). How does mind processes information and represents Knowledge: An empirical study. i-manager's Journal on Educational Psychology, 11(1), 40-52. https://doi.org/10.26634/jpsy. 11.1.13652
[30]. Jena, A. K. (2018). Factors relating to memory, social skill, language acquisition, logical reasoning, and problem solving skills of pre-school children. International Journal of Research in Teacher Education, 9(2), 36-50.
[31]. Liu, Q., Zhu, X., Ziegler, A., & Shi, J. (2015). The effects of inhibitory control training for pre-schoolers on reasoning ability and neural activity. Scientific Reports, 5, https://doi.org/10.1038/srep14200
[32]. Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The unity and diversity of executive functions and their contributions to complex “frontal lobe” tasks: A latent variable analysis. Cognitive Psychology, 41(1), 49-100. https://doi.org/10. 1006/cogp.1999.0734
[33]. Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H. L., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108(7), 2693-2698. https://doi.org/10.1073/ pnas.1010076108
[34]. Roman, A. S., Pisoni, D. B., & Kronenberger, W. G. (2015). Assessment of working memory capacity in preschool children using the missing scan task. Infant and Child Development, 23(6), 575 587. https://doi.org/10. 1002/icd.1849
[35]. Rueda, M. R., Fan, J., McCandliss, B. D., Halparin, J. D., Halparin, D. B., Lercari, L. P., Posner, M. I. (2004). Development of attentional networks in childhood. Neuropsychologia. 42(8), 1029-1040. https://doi.org/10. 1016/j.neuropsychologia.2003.12.012
[36]. Simon, J. R. (1969). Reaction towards the source of stimulation. Journal of Experimental Psychology, 81(1), 174-176. https://doi.org/10.1037/ h0027448
[37]. Smith, E. E., & Jonides, J. (1999). Storage and executive process in the frontal lobes. Science, 283(5408), 1657-1661. https://doi.org/10.1126/science.2 83.5408.1657
[38]. Spencer-Smith, M., & Klingberg, T. (2015). Benefits of a working memory training program for inattention in daily life: A systematic review and meta-analysis. PLoS One, 10(3), 119-122. https://doi.org/10.1371/journal.pone.01 19522
[39]. Spiro, R. J., & Jehng, J. (1990). Cognitive flexibility and hypertext: Theory and technology for the non-linear and multidimensional traversal of complex subject matter. In D. Nix & R. Spiro (Eds.), Cognition, Education, and Multimedia. Hillsdale, NJ: Erlbaum. Michigan State University.
[40]. St. Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, updating, inhibition, and working memory. The Quarterly Journal of Experimental Psychology, 59(4), 745-759. https://doi.org/10.1080/17470210500162854
[41]. Stipek, D., & Valentino, R. A. (2015). Early childhood memory and attention as predictors of academic growth trajectories. Journal of Educational Psychology, 107(3), 771-788. http://dx.doi.org/10.1037/edu0000004
[42]. Stroop, J. R. (1935). Studies of interference in serial verbal actions. Journal of Experimental Psychology, 18(6), 643-662. https://doi.org/10.1037/h0054651
[43]. Swanson, H. L., & Jerman, O. (2007). The influence of working memory on reading growth in subgroups of children with reading disabilities. Journal of Experimental Child Psychology, 96(4), 249-283. https://doi.org/10.101 6/j.jecp.2006.12.004
[44]. Vitiello, V. E., Greenfield, D. B., Munis, P., & George, L. (2011). Cognitive flexibility, approaches to learning, and academic school readiness in head start preschool children. Early Education and Development, 22(3), 388- 410. https://doi.org/10.1080/10409289.2011.538366
